Eliminating English pronunciation

errors found in Grade 3 students.

S.M.B.P.Samarakoon.
2018/PAS/E/F/180.

English Course.
2018/2020.

Pasdunrata National College of Education, Kalutara.

1|Page
 Declaration
This action research report that is presented for the partial fulfilment of the requirements of
completing the National Diploma in Teaching ………English………….. (English/ICT/
Mathematics) course conducted by Pasdunrata National College of Education is the result of
an effort taken to solve the problem encountered in performing my professional role.
I strongly declare that I have not included any facts from any other research study presented
to Pasdunrata National College of Education or any other institution previously. Further I
convey that I haven’t used any extracts without mentioning the owner of the related study and
certify that this is the original work done by myself.

-------------------------- --------------------------------
Signature: Date:
Name: S.M.B.P.Samarakoon.
Registration Number: 2018/PAS/E/F/180.
Official Address (Internship School): St. John’s College, Nugegoda.

Private Address: No.116, Aluthwatta, Amunugama, Gunnepana.

Telephone Number: 071-3595873.

2|Page
 Acknowledgement
I consider it as my genuine pleasure to extend my huge heart to express my heartfelt gratitude
and thanks to Mr. Ananda Guruge, the president of Pasdunrata National College of Education
for shining his light throughout constantly. Also, my lecturer in charge Mr. Chaminda Bandara
has been there all along making sure we’re not deprived of being advised by a professional
researcher.
Next, including the teacher staff at my school irresponsible of whether they’re English or non-
English teachers, all dived in to reassure me my action research sees that grass is always
greener on the other side. The Principal, Mr. Buddhika Attanayake, Vice Principal, Mr.
Gurudeniya and Assistant Principal, Mrs. Sandeepani Wehella and Primary section Assistant
Principal Mrs. Jayalath Mahagamage acted as resource persons and made me an enthusiast to
get done with my action research.
Last but not least, I would like to thank my colleagues who helped me throughout the proses
and all those helped directly and in-directly to complete the research successfully.

3|Page
 Content
I. Front page
II. Declaration
III. Acknowledgement
IV. Contents
V. List of tables/ List of figures
VI. List of graphs
VII. Abstract

1.0 – Introduction
1.1) The problem
1.2) Explaining the problem
1.3) The problem and its relationship to the professional role
1.4) Vision about the problem
2.0 – Finding basic facts about the problem
2.1) Basic information related to the problem
2.2) Identifying factors through data triangulation
2.3) Literature review based on the factors
2.4) Conceptual framework of the research

3.0 – Planning the research process

3.1) Objectives related to the activities
3.2) Basic activity plan of intervention
3.3) Research ethics
3.4) Limitations of the research
3.5) The methodology used in the implementation and the reflection of it
3.6) The second cyclic approach of the intervention and its reflection
3.7) The third cyclic approach of the intervention and its reflection
3.8) Findings from the final reflection - conclusion

Time frame
References
Annexures

4|Page
List of tables
Table 2.1 (1) – List of the information about selected students
Table 3.5 (1) – Students’ performance at the pre-test
Table 3.5 (2) – Marks scored by the students for the “Tracing and Drawing” activity
Table 3.5 (4) – Performance of the students in engaging activities
Table 3.6 (1) – Performance of the students’ activities particular activity
Table 3.6 (2) – Marks obtained for the activity
Table 3.6 (3) – Performance of the students
Table 3.7 (1) – Performance of the students in writing the paragraph

Table 3.7 (2) – Results of the students in writing simple sentences.

Table 3.7 (3) – Results of the double rule writing activity
Table 3.7 (4) – Students’ performance at the post-test

List of graphs
Graph 3.5 (1) – Students’ performance at the pre-test.
Graph 3.5 (2) – Marks of the “Trace letters” activity
Graph 3.5 (3) – Marks of the activity
Graph 3.6 (1) – Marks of the activity
Graph 3.6 (2) – Marks of the activity
Graph 3.6 (3) – Marks of the activity
Graph 3.7 (1) – Performance of the students in writing the paragraph.
Graph 3.7 (2) – Marks of the students in writing simple sentences.

Graph 3.7 (3) – Marks of the writing simple sentences singled rule book activity

Line Graph 3.5 (2) – Overall performance of the 03 students in the first intervention
Line Graph 3.6 (1) – Overall performance of the 03 students in the second intervention
Line Graph 3.7 (1) – Overall performance of the 03 students in the third intervention

5|Page
 Abstract

During my internship period I was assigned to teach English for primary grades and junior secondary grades at
St. John’s College, Nugegoda. And when I got to interact with Grade 3 students, while monitoring them around
the classroom, my attention was caught by five students who struggled with proper pronunciation. Through direct
and indirect observation, I found that these students were backward and cornered. They didn’t show nor much
interest nor enthusiastic about pronouncing words.
After identifying the problem, I took the necessary steps to launch my Action Research and the permission was
given by the principal and the class teacher in order to start the research study. I followed three interventions
step by step and marked their improvements. I wanted to eliminate their sources of fear led to proper
pronunciation if they had any which I was sure I’ll find out at one point in the process, their sound formation
confusions. Each and every thing I gradually did made way for a better understanding of the tasks eventually.
The purpose of my action research study was to practice students to pronounce a word; be it with two vowels or
at least 5 letters in a word. By engaging them in various types of pronunciation exercises. The 5 students were
taken from Grade 3D class based on their performance in the learning process and the reflective journal. They
were selected to my action research study because I noticed that they were unable to pronounce words with the
pronunciation on their own and to improve their speaking skills.

1|Page
1.0 Introduction
1.1 The problem
Eliminating English pronunciation errors found in Grade 3 students.
1.2 Explaining the problem
Out of the three classes which I was given to teach in my internship period, I have noticed some
problems regarding my Grade 3D class. It was a class with 35 students. During my teaching learning
process, I faced some difficulties on 05 students since they were struggling with sound formation and
pronouncing words correctly.

1.3 The problem and its relationship to the professional role

Since teaching is a practical activity, efficient problem solving skill is one of the fundamental
competencies teachers need to possess. All teachers face challenges in schools duringteaching- learning
process, no matter where they teach or since when.
After I was assigned as the English teacher for grade 3D class, there were students with different
abilities and skills. When working with grade 3D students, most of them were in average level and I
was able to notice it while engaging in the learning teaching process and also by marking their books.
But I was able to recognize students in grade 3D class who exhibited difficulties in forming sounds with
correct pronunciation. Even though I took several remedial measures, there were five students who did
not show a growth. So I did some activities to diagnose their level and then I found that they need more
help to form words with the correct pronunciation to develop their pronouncing skills.
Brain - based and applied research evidence lends support to the concept that reading and speaking are
closely connected as well reading influences to the writer’s attention. A speaker should focus more on
the context, tone, accuracy and less on the thought process of what to speak. Reading requiresfine motor control
and fine motor activities stimulate the prefrontal cortex. If the students don't have a clear knowledge
about what they are capable of, as teachers we have to arrange a remedial teaching activity for the
students. Finally, I can see a straight relationship between this problem on proper pronunciation and
the professional role.

1.4 Vision about the problem

I selected this problem to solve through my action research because, in my point of view, all the
students must be taken together into next level. In Grade 3D, these five students did not like to talk,
come in-front of the class and to mingle with peers. They did not want to read the Pupil’s book and
neglected when I asked them to. They at least did not want to try. Since, next year they are stepping to
a new grade, they must be aware at least how to pronounce. So, I selected this to find a solution in order
to make these students pronounce the words as confidently as same as the others.

2|Page
2.0 Finding basic facts about the problem
After identifying the target group for my action research, I wanted to divulge some more information
about those five students. So, I used three types of data gathering tools and techniques to gather the
needed information.
01. Observation
02. Interview
03. Referring documents

2.1 Basic information related to the problem

Methods and tools of data collection –
Following are the methods that I used to collect data.
01. Referring to documents: analysis of the reflective journal
Using the analyzed data from April 2022 to July 2022 in reflective journals, I was able to identify a
compatible research topic.

02. Checking students writing books and work books.

After analyzing reflective journal entries, I was able to analyze the problem. Then I had to pay more
attention of the students who show more difficulty and who need special attention. So I referred to their
writing books and work books and I found some students have problems in writing letters.

03. Pronunciation of the students.

As I found so many letter formation errors in students, I had to assign students to try to read a page
from their Pupil’s book daily. Even though I asked them to read, some students were not motivated.
Once a week I checked their reading growth and I found some students were not showing much
improvement in pronunciation sounds.
To collect basic information related to the problem I used observation, interviews, and also I studied
the students by checking their documents. And then to make my work easier and to protect the privacy
of the students, I named them as student A, B, C, D & E by giving themparticular colors.

Student A -

Student B -

Student C -

Student D -

Student E -

3|Page
Table 2.1 (1) – List of the information about selected students.

Question area

A B C D E

Living with parents

Learning English since grade 03

Someone is helping to improve English at

home

Taste to learn English

Maintaining copy writing book properly

Interest to write letters

The above table shows the list of information about selected students.
Today I showed two videos on how to pronounce “Au” sound words using 3 video clips (Annexure 03).
Meanwhile, I observed the five students carefully.
Student A
He used less attention to the work and I saw he lacks interest towards the video clip because I had to repeat the
instructions to him.
Student B
He paid more attention to the activity and responded on time as I asked and was so enthusiastic about the video
clip.
Student C
4|Page
He showed uncontrollable behavior in the classroom, but he managed to do the activities within the given time.
He pronounced the words correctly.
Student D
Although he hadn’t have a much knowledge on sounds he kept his eyes on the video clip.
Student E
Other than he had lost his interest to speak up and inability to keep the voice down with his peers he seemed to
inquisitive about the “Au” sound letter words.

5|Page
2.2 Identifying factors through Data Triangulation
Information based on Information based on Information based on Information based on
the questionnaire the observation the interviews the study of documents
 Lack of
attention to the
lesson.
 Not interested in
 Individual
learning.
engagement in
activities was  Unable to work
within a
less.
considerable
 Commendable  Problems with
period of time.
involvement in the attendance.
 Prefer to do
group activities  Writing books
outdoor
 Lazy to do and pair are not clean
activities, sports
listening activities. and completed.
and extra-
activities.  Unable to work  Scoring average
curricular
 Health issues. according to marks for the
activities than
 Lack of interest given term tests.
academic work.
in reading. instructions.  Having good
 Support was
 Taking too records in sports
given by the
much of time to and aesthetic
parents or the
finish a given subjects.
siblings.
activity.
 Taking things
 Getting tired
lightly without
quickly.
considering
 Concerning deeply.
about the peers
and like to be
with the peers.

Common findings:

Less attention to the instructions, unable to engage in a particular work continuously, not interested in doing
writing letters activities properly, take thing lightly and hardly use the knowledge in practical.

6|Page
2.3 Literature Review Based On The factors
Pronunciation refers to the way in which we make the sound of words. Mispronunciation is defined as the
incorrect or inaccurate pronunciation.
Pronunciation as a productive skill is very important since the mispronunciation might lead to
misunderstandings subsequently. If the message is not properly articulated, pronunciation might sometimes
hinder communication or convey the wrong message of what is said. Zimmerman stated that “Pronunciation is
crucially important, as it is usually the first thing people notice about the language of English learners”.
Moreover, the standard pronunciation of any language is a beauty and an essential part that makes a balance in
understanding to the most people of its speakers. Without standard pronunciation any language loses its beauty
of speaking and listening as well as the power of good communication too. So, correct pronunciation is very
crucial for one’s communicative competence and it becomes very useful when someone is away his or her
region. Generally, the teaching of English as a foreign language in many territories of the world give emphasis
on reading and writing skills and less emphasis is given on speaking and listening skills. However, very
recently since the introduction of communicative language teaching, a few years ago in different levels of
education especially primary secondary and higher secondary levels where English is taught as a compulsory
subject, the listening and speaking skills have been started in various styles which is contributing a little to
build up the students’ standard pronunciation of English.
(Zimmermann 2004, page 29)
(Roach, page 2000 “English phonetics and phonology” Cambridge university press, 200)

In the field of English as a Second Language (ESL) the necessity for, and method of, teaching pronunciation
has become a controversial topic. Many second language educators have varied opinions on the importance of
including pronunciation practice within their lesson plans. Classroom activities should cater to what their
students consider their most important personal goals or reasons for learning the language. For example,
students may wish to build their vocabulary skills or strengthen their testing skills in English. Regardless of
current trends or what students may feel their selected needs are, it is safe to say that teaching pronunciation is
often considered essential in an ESL class where survival skills are imperative to the students’ daily lives. In
an ESL setting, the students must not only increase their English comprehension for the classroom, but also
need to communicate and interact in English outside the class in various situations. Students need to
understand and to be understood. If they cannot hear English well, they are cut off from the language except in
printed form. If they cannot be understood easily, they are cut off from conversation with native speakers
(Gilbert 1984). In the English as a foreign language (EFL) setting, survival skills play a less important role.
English is not necessary for students to communicate with each other. English is not often used to make
friends or to be understood outside of the classroom. It would be easy, therefore, for the teacher to neglect
implementing pronunciation tasks in their lessons because they feel there is little or no need for the students to
work on that aspect of the language. This attitude denies the students the opportunity to gain precise command
of the English language (Gilbert 1984).

7|Page
The process of learning English is interconnected. This means that each area of the language that is being
taught helps improve other aspect of the language. Pronunciation and listening comprehension are linked
together by a unified system within which individual sounds are systematically related. Students need this
sense of a system in order to make sense of the separate pieces (Gilbert, 1984). If the students’ English
pronunciation skills are improved, clearly their listening skills and speaking skills become more refined.
Spelling skills are also improved when the knowledge of English pronunciation has been increased.

O’Malley and Chamot (1990:29) define learning strategies as “special thoughts or behaviors that individuals
use to help them comprehend, learn, or retain new information” and classify these strategies into three major
types: metacognitive strategies, cognitive strategies, and social/affective strategies (see Appendix A). Drawing
on the research by O’Malley and Chamot (1990) and Oxford (1990) enables us to compile a most
comprehensive classification of language learning strategies with six major categories. The direct strategies
consist of memory strategies, cognitive strategies, and compensation strategies; the indirect category contains
metacognitive strategies, affective language learning strategies, and social strategies (see Appendix A). Oxford
(1990b:71) distinguishes between direct LLS, "which directly involve the subject matter", i.e. the L2 or FL,
and indirect LLS, which "do not directly involve the subject matter itself, but are essential to language learning
nonetheless". One point to note about the learning strategies is that they “are not the preserve of highly
capable individuals, but could be learned by others who had not discovered them on their own” (O’Malley &
Chamot 1990:31).

In the late 1970s and early 1980s, development in the area of second language acquisition research turned
attention away from a teaching-centered perspective to one which included interest in how the actions of
learners might affect their acquisition of language. In other words, the belief that individual learners’
endeavors tend to be a governing factor in the language learning process gradually formed among a number of
scholars (Schmitt 1997). Language teachers, therefore, were motivated to examine what individual learners,
especially successful learners, do in their study in order to elicit useful information on the process of language
acquisition. Rubin (1975) and Stern (1975) are two of the earliest researchers who shifted their focus from
teaching methods and materials to a more learner-centered aspect, maintaining that successful language
learners employ a variety of learning strategies in their study to facilitate language acquisition.

There have been various arguments and support for the effectiveness of pronunciation training on learners’
achievement in communicative competence. Morley (1998) states that pronunciation plays an important role
in overall communicative competence. Yong (2004) suggested that from the traditional ways of learning
English, students neglected the basic knowledge of speaking. This may have been enough to meet the
demands of English in the years when we had less communication with foreign countries. However, oral
communication began to be more important when they arrived in this century with extended forms of
communication with Western countries. Yong (2004) asserted that understanding by reading or writing would

8|Page
no longer be sufficient for the development of the economy and that communicating face to face personally or
through the internet needed to be understood.
The most important part of learning a second language rests on pronunciation (Pennington, 1996); thus speaking
is so important in acquiring and using a language (Dan, 2006). Dan claims that language competence covers
many aspects. Phonetics both in theory and practice constitute the basis of speaking above all other aspects of
language and pronunciation is the foundation of speaking. Good pronunciation may make the communication
easier, more relaxed and more useful.

Within the field of language teaching, ideas on the value of teaching pronunciation are often at variance. Some
believe that teachers can do little to influence the natural course of English phonological development with its
often less than satisfactory results. Arguments against the explicit teaching of pronunciation rely on two basic
assumptions about the acquisition of second language phonology (Jones, 2002). Firstly it is virtually impossible
for adults to acquire native like pronunciation in a foreign language (Burrill, 1985). This is supported by Elliot
(1995), Guiora, Brannon, and Dull (1972), Major (1987), and Oyama (1976) pointing out that factors such
as age, personality, cognitive style and native language phonology have been shown to influence learners’
pronunciation. Secondly, the work of Krashen (1982) argues that pronunciation is an acquired skill and that
focused instruction is at best useless and at worst detrimental.

Others believe that teaching can play an important role in helping learners develop ways of improving their
pronunciation and shaping their attitude toward the importance of pronunciation (Richards & Renandya, 2002).
The usefulness of teaching pronunciation is also a widely debated subject in the language teaching context.
Fraser (1999) concluded that most ESL teachers agree that explicit pronunciation teaching is an essential part of
language courses and confidence with pronunciation allows learners to interact with native speakers, which are
essential for all aspects of their linguistic development.
The field of development research indicates that teachers can make a noticeable difference if certain criteria,
such as the teaching of suprasegmentals and the linking of pronunciation with listening practice, are fulfilled.
Pronunciation instruction has tended to be linked to the instructional method being used. Pronunciation was
almost irrelevant and therefore seldom taught in the grammar-translation method. With the emergence of more
holistic, communicative methods and approaches to ESL instruction, pronunciation is addressed within the
context of real communication (Celce-Murcia, Brinto & Goodwin, 1996; Morley, 1991). It is effective
pronunciation teaching that offers learners a genuine choice in how they express themselves (Fraser, 1999).
Carter and Nunan (2001) describe the complexity of the process of second language acquisition as an organic
rather than linear process and students need to start pronunciation lessons early and continue through high-level
Academic English levels. In addition, pronunciation teaching methods should more fully address the issues of
motivation and exposure by creating awareness of the importance of pronunciation and providing more exposure
to input from native speakers (Jones, 2002).

Pronunciation is the foundation of speaking. English, both written and spoken, has been accepted as the
dominant means of communication for most of the world but some misunderstandings have been caused by

9|Page
inappropriate pronunciation (Yong, 2004). Poor pronunciation can condemn learners to less social, academic
and work advancement than they deserved (Fraser, 1999, 2000). Good pronunciation may make the
communication easier and more relaxed and thus more successful (Dan, 2006). Almost all learners rate
pronunciation as a priority and an area in which they need more guidance (Willing, 1993; Australian Bureau of
Statistics, 1997). Although the study of foreign accents has always been a fascination for some researchers, the
teaching of pronunciation and oral skills in general in foreign and second language classrooms has often been
low on the list of priorities (Peterson, 2000).

The 16th Educational Conference held in Melbourne in 2003 by Germana ECKERT, Insearch Language Centre
concerning Productive Skills in the Academic English Curriculum showed that the main focus of the current
academic English curriculum leaves little room for pronunciation work. There are two important reasons for
this. Firstly is the importance of good writing ability in academic English. Students quickly learn that writing
is considered more important than other skills as it is weighted more in most tertiary institutions in Australia.
Teachers spend more time working on students’ writing and grammar skills in order that students are best
prepared for exams and especially written exams. The time factor is the second important factor which causes
students and teachers to leave little time for
Pronunciation in the classroom (Germana ECKERT, 2003)

Gilbert (1994:38) claims that:

Pronunciation has been something of an orphan in English programs around the world. Why has pronunciation
been a poor relation? I think it is because the subject has been drilled to death, with too few results from too
much effort.

Most of the literature on pronunciation deals with what and how to teach, while the learner remains a silent
abstract in the classroom. Morley (1994) underlines that the prevalent focus on pronunciation teaching nowadays
should be on designing new wave instructional programs. Moreover she stresses that these instructional designs
should take into account not only language forms and functions, but also issues of learner self-involvement and
learner strategy training. In other words, students who have developed the skills to monitor and modify their
speech patterns if necessary should become active partners in their own learning. Yule, Hoffman and Damico
(1987) assert that self-monitoring is critical for creating independent and competent learners and is a necessary
part of the consciousness raising process. Finally, expansion activities are made for students to incorporate the
language in their own use (Harmer, 2001; CelceMurcia, 1991; Richard-Amato, 1988; Krashen, 1987).
Kriedler (1989) states that correct and clear pronunciation are considerably important in language learning.
Without them, learners may not be understood and may be poorly perceived by other English speakers. They
need to have confidence in their ability to speak. Good pronunciation takes time to build up, as there are many
factors involved. Learners need to hear a lot of English before they can develop a feel for the sounds of English.
The learners become more confident and motivated in learning the language because of the teaching aids and

10 | P a g e
materials such as tape recordings of native speakers, pictures of mouth and articulations used in the class along
with the provision positive reinforcement (Phinit-Akson, 2002; Quilter, 2002; Estrada
& Streiff, 2002; Wu, 2002; and Jay, 1966)

Pronunciation is a very important factor in the speech process (spoken language) when the speaker achieves the
goal to communicate effectively by being understood. The speech process is a process that involves several
stages, beginning with the speaker’s ideas and ending with the understanding of those ideas by the listener
(Dauer, 1993).

Dauer (1993:8) states that the speaker thinks, decides what he or she is going to say and puts the ideas into
words and sentences of a particular language. The speaker’s brain then transforms the words and sentences into
nerve impulses that it sends to the muscles in the speech organs. The speaker’s speech organs move. The lungs
push air up through the larynx and into the mouth and nose. The air is shaped by the tongue and lips and comes
out of the speaker’s mouth as sound waves. The sound travels through the air. Sometimes, the sound is changed
into electrical signals, as in a telephone or tape recorder, and then is changed back into sound waves by an
electronic speaker. The listener hears the sounds when the sound waves hit his or her ear. The ear changes the
sound waves into nerve impulses and sends them to the brain. The listener understands the message. The
listener’s brain identifies specific speech sounds, interprets them as words and sentences of a particular language,
and figures out their meaning. The importance of good pronunciation starts from the process of the speech
organs move (pronunciation) which is related to the proficiency of the speakers until the sounds travels through
the air.

Pronunciation practice is also important for the students who plan to study abroad or are currently living abroad.
Increasing their pronunciation skills beforehand can build confidence and make them feel less reluctant to
venture out to speak English. Students’ personal attitude and self-esteem are major factors in improving English
pronunciation. It is not merely exposure that matters, but how the students respond to the opportunities of
listening to English spoken by a native speaker or of speaking themselves. (Kenworthy, 1987).

Language learning strategies can help students to improve their language competencies (Oxford, 1990a).
Canale and Swain (1980), whose article influenced a number of works about communication strategies in
ESL/EFL teaching, recognised the importance of communication strategies as a key aspect of strategic
competence. An important distinction exists, however, between communication and LLS. LLS are used
generally for all strategies that ESL/EFL learners use in learning the target language and communication
strategies are one type of LLS. Oxford (1990a) defined that LLS are especially important for language learning
because they are tools for active and self-directed involvement, which is essential for developing communicative
competence.

11 | P a g e
Through the years, researchers interested in pronunciation learning have examined many variables in attempting
to explain successful second language pronunciation ability. Studies have not been numerous, but have been
productive. Research has shown (Vitanova & Miller, 2002) that learners can see improvement in both
segmental and supra-segmental areas of pronunciation. However, once learners have mastered the basic sounds
of English and identified some of the supra-segmental differences between their L1 and English, it is time to
help them learn some strategies so that they can study more effectively on their own (Vitanova & Miller, 2002).
Oxford (1986b) explains that learning strategies are of great importance because they improve language
performance, encourage learner autonomy, are teachable, and expand the role of the teacher in significant ways.
Given the pronunciation instruction that promotes learner strategy awareness more basic knowledge about the
relationship between learning strategies and pronunciation is needed (Morley, 1998). Research into potentially
important variables affecting pronunciation has been surprisingly absent from the literature (Peterson, 2000)
The most important part of learning a second language rests on pronunciation (Pennington, 1996); thus speaking
is so important in acquiring and using a language (Dan, 2006). Dan claims that language competence covers
many aspects. Phonetics both in theory and practice constitute the basis of speaking above all other aspects of
language and pronunciation is the foundation of speaking. Good pronunciation may make the communication
easier, more relaxed and more useful.
Within the field of language teaching, ideas on the value of teaching pronunciation are often at variance. Some
believe that teachers can do little to influence the natural course of English phonological development with its
often less than satisfactory results. Arguments against the explicit teaching of pronunciation rely on two basic
assumptions about the acquisition of second language phonology (Jones, 2002). Firstly it is virtually impossible
for adults to acquire native like pronunciation in a foreign language (Burrill, 1985). This is supported by Elliot
(1995), Guiora, Brannon, and Dull (1972), Major (1987), and Oyama (1976) pointing out that factors such
as age, personality, cognitive style and native language phonology have been shown to influence learners’
pronunciation. Secondly, the work of Krashen (1982) argues that pronunciation is an acquired skill and that
focused instruction is at best useless and at worst detrimental.
Within the field of language teaching, ideas on the value of teaching pronunciation are often at variance. Some
believe that teachers can do little to influence the natural course of English phonological development with its
often less than satisfactory results. Arguments against the explicit teaching of pronunciation rely on two basic
assumptions about the acquisition of second language phonology (Jones, 2002). Firstly it is virtually impossible
for adults to acquire native like pronunciation in a foreign language (Burrill, 1985). This is supported by Elliot
(1995), Guiora, Brannon, and Dull (1972), Major (1987), and Oyama (1976) pointing out that factors such
as age, personality, cognitive style and native language phonology have been shown to influence learners’
pronunciation. Secondly, the work of Krashen (1982) argues that pronunciation is an acquired skill and that
focused instruction is at best useless and at worst detrimental.

Others believe that teaching can play an important role in helping learners develop ways of improving their
pronunciation and shaping their attitude toward the importance of pronunciation (Richards & Renandya, 2002).
The usefulness of teaching pronunciation is also a widely debated subject in the language teaching context.
Fraser (1999) concluded that most ESL teachers agree that explicit pronunciation teaching is an essential part
of language courses and confidence with pronunciation allows learners to interact with native speakers, which
are essential for all aspects of their linguistic development.
12 | P a g e
The field of development research indicates that teachers can make a noticeable difference if certain criteria,
such as the teaching of suprasegmentals and the linking of pronunciation with listening practice, are fulfilled.
Pronunciation instruction has tended to be linked to the instructional method being used. Pronunciation was
almost irrelevant and therefore seldom taught in the grammar-translation method. With the emergence of more
holistic, communicative methods and approaches to ESL instruction, pronunciation is addressed within the
context of real communication (Celce-Murcia, Brinto & Goodwin, 1996; Morley, 1991). It is effective
pronunciation teaching that offers learners a genuine choice in how they express themselves (Fraser, 1999).
Carter and Nunan (2001) describe the (Jones, 2002). complexity of the process of second language acquisition
as an organic rather than linear process and students need to start pronunciation lessons early and continue
through high-level Academic English levels. In addition, pronunciation teaching methods should more fully
address the issues of motivation and exposure by creating awareness of the importance of pronunciation and
providing more exposure to input from native speakers

Pronunciation is the foundation of speaking. English, both written and spoken, has been accepted as the
dominant means of communication for most of the world but some misunderstandings have been caused by
inappropriate pronunciation (Yong, 2004). Poor pronunciation can condemn learners to less social, academic
and work advancement than they deserved (Fraser, 1999, 2000). Good pronunciation may make the
communication easier and more relaxed and thus more successful (Dan, 2006). Almost all learners rate
pronunciation as a priority and an area in which they need more guidance (Willing, 1993; Australian Bureau
of Statistics, 1997). Although the study of foreign accents has always been a fascination for some researchers,
the teaching of pronunciation and oral skills in general in foreign and second language classrooms has often been
low on the list of priorities (Peterson, 2000).

The 16th Educational Conference held in Melbourne in 2003 by Germana ECKERT, Insearch Language Centre
concerning Productive Skills in the Academic English Curriculum showed that the main focus of the current
academic English curriculum leaves little room for pronunciation work. There are two important reasons for
this. Firstly is the importance of good writing ability in academic English. Students quickly learn that writing
is considered more important than other skills as it is weighted more in most tertiary institutions in Australia.
Teachers spend more time working on students’ writing and grammar skills in order that students are best
prepared for exams and especially written exams. The time factor is the second important factor which causes
students and teachers to leave little time for pronunciation in the classroom (Germana ECKERT, 2003).

Gilbert (1994:38) claims that:

Pronunciation has been something of an orphan in English programs around the world. Why has pronunciation
been a poor relation? I think it is because the subject has been drilled to death, with too few results from too
much effort.

13 | P a g e
Most of the literature on pronunciation deals with what and how to teach, while the learner remains a silent
abstract in the classroom. Morley (1994) underlines that the prevalent focus on pronunciation teaching
nowadays should be on designing new wave instructional programs. Moreover she stresses that these
instructional designs should take into account not only language forms and functions, but also issues of learner
self-involvement and learner strategy training. In other words, students who have developed the skills to monitor
and modify their speech patterns if necessary should become active partners in their own learning. Yule,
Hoffman and Damico (1987) assert that self-monitoring is critical for creating independent and competent
learners and is a necessary part of the consciousness raising process. Finally, expansion activities are made for
students to incorporate the language in their own use (Harmer, 2001; CelceMurcia, 1991; Richard-Amato,
1988; Krashen, 1987).
Kriedler (1989) states that correct and clear pronunciation are considerably important in language learning.
Without them, learners may not be understood and may be poorly perceived by other English speakers. They
need to have confidence in their ability to speak. Good pronunciation takes time to build up, as there are many
factors involved. Learners need to hear a lot of English before they can develop a feel for the sounds of English.
The learners become more confident and motivated in learning the language because of the teaching aids and
materials such as tape recordings of native speakers, pictures of mouth and articulations used in the class along
with the provision positive reinforcement (Phinit-Akson, 2002; Quilter, 2002; Estrada & Streiff, 2002; Wu,
2002; and Jay, 1966)
Research has contributed some important data on factors that can influence the learning and teaching of
pronunciation skills. Celce-Murcia, Brinton and Goodwin (1996), Gillette (1994), Graham (1994) and
Pennington (1994) discuss age and native language. They agree that adults find pronunciation more difficult
than children do and that they probably will not achieve native-like pronunciation. Yet experiences with
language learning and the ability to self-monitor, which come with age, can offset these limitations to some
degree. These experiences include the amount and type of prior pronunciation instruction. Prior experiences
with such pronunciation instruction may influence learners’ success with current efforts. Learners at higher
language proficiency levels may have developed habitual, systematic pronunciation errors that must be identified
and addressed. The ability to recognise and internalise foreign sounds may be unequally developed in different
learners. Learner attitude and motivation related to an individual’s personality and learning goals can influence
achievement in pronunciation. Attitude toward the target language, culture, and native speakers; degree of
acculturation (including exposure to and use of the target language); personal identity issues; and motivation for
learning can all support or impede pronunciation skills development.
In recent years, there has been a greater emphasis on teaching competent pronunciation, especially in ESL/EFL
classrooms. This is due to the increasing realisation that poor pronunciation can cause serious problems for
learners, such as communication breakdowns, anxiety, stereotyping and discrimination (Morley, 1998). Yet
English pronunciation is neglected in classrooms throughout the world today, including Asia. One of the reasons
that it is neglected or ignored is because not many English pronunciation teaching strategies or techniques are
available to teachers in the classroom (Wei, 2006). Lu (2002) concluded that learners of ESL in Hong Kong
have poor English pronunciation because they seem to lack a knowledge of English sounds. There is no practice
in using phonetic symbols required in the curriculum. Moreover teachers of English pronunciation do not receive
relevant professional training in the use of phonetic symbols. The reason is not unwillingness to teach
pronunciation, but uncertainty as to how best to help learners’ pronunciation is one of the most difficult areas
for learners as well as teachers (Fraser, 1999).
14 | P a g e
There are two opposing views on the teaching of pronunciation in the ESL classroom (Avery & Ehrlich, 1992).
One view holds that the purpose of teaching pronunciation is to eradicate all traces of a foreign accent through
pronunciation drills. The other view holds that the teaching of pronunciation is futile after a certain age due to
a decreasing ability among learners to develop native-like pronunciation in a second language. Avery and
Ehrlich (1992) assert that neither of those views is completely accurate. Factors that should be considered as
having an effect on the acquisition of the sound system of a second language are biology, socio-culture,
personality, and linguistics. These factors may prevent learners from attaining native-like pronunciation in a
second language, so it is important that teachers set realistic goals. Kachru (1990, 1992) and Kachru and Nelson
(1996) urges English language teaching practitioners to consider contextual realities before adopting pedagogic
models of global English; language education should reflect how the language is used in that specific society.
Jenkins (1998: 120) suggests that concept of a learning model is still limited to the category of native varieties
rather than embracing all different varieties of English to avoid possible confusion and inconsistency in their
language learning.
Celce-Murcia, Brinton and Goodwin, (1996) Gillette (1994) Graham (1994) and Pennington (1994) agree that
the learner’s first language influences the pronunciation of the target language and is a significant factor in
accounting for foreign accents. So-called interference or negative transfer from the first language is likely to
cause errors in aspiration, intonation, and rhythm in the target language and pronunciation of the basic formation
of the vowel or consonant etc.
Fraser (1999) added that in the quest for effective teaching, it is worth diagnosing carefully the nature of the
difficulties that may be encountered. There is a significant skill component for learners. Pronunciation is not
just a cognitive ‘knowing-that’, it is also a physical ‘knowing-how’, similar to playing a sport or musical
instrument. Learners need motivation and time to really practise pronunciation. It is worth spending class time
discussing with learners their own ideas about what is involved in learning pronunciation. Lu (2002) claims that
learners suggest they should practise speaking. Learners need help in overcoming both their expectation that
pronunciation is a subject which can be learned by listening to a teacher, and the psychological and social barriers
that make it difficult for them to practise effectively. In addition, there is also a significant cognitive component
in pronunciation learning, which is much less often acknowledged. It is useful to think of learning to pronounce
a new language as involving a kind of concept formation rather than as a purely physical skill.
The teachers must focus on two areas. Firstly, learners must be made aware of aspects of their pronunciation
that result in other people being unable to understand them. Secondly, learners must be given the opportunity to
practise aspects of the English sound system which are crucial for their own improvement (Avery & Ehrlich,
1992). Firth (1992) stated that learners’ achievement of a near perfect standard may individually vary to the
degree in motivation, sensitivity to accuracy, age and education factors which are beyond a teacher’s control.
However, teachers should pay attention to the development of selfcorrection techniques and self-monitoring
strategies. Self-correction is the ability to correct oneself when a pronunciation error has been pointed out by
teachers or peers. It is critical that the teacher help to develop strategies which will allow the learner to self-
correct and self-monitor by focusing on motivation (learners should understand why accuracy of oral production
is important), explanations (description and demonstration appropriate to proficiency levels), practice (adequate
opportunities to practise) and feedback (receive supportive and accurate feedback from teachers and learners in
class).

15 | P a g e
The role of pronunciation in schools of language teaching has varied widely from having virtually no role in the
grammar-translation method to being the main focus in the audio-lingual method where emphasis is on the
traditional notions of pronunciation, minimal pairs, drills and short conversations (Castillo, 1990). Situational
language teaching, developed in Britain, also mirrored the audio-lingual view of the pronunciation class (Richard
& Rodgers, 1986). Morley (1991:484) states:

The pronunciation class…was one that gave primary attention to phonemes and their meaningful contrasts,
environmental allophonic variations, combinatory phonotactic rules, and pronunciation of the basic formation
of vowel or consonant etc., along with…attention to stress, rhythm, and intonation.
During the late 1960s and the 1970s, questions were asked about the role of pronunciation in the ESL/EFL
curriculum, whether the focus of the programs and the instructional methods were effective or not. Pronunciation
programs were viewed as “meaningless non communicative drill-andexercise gambits” (Morley, 1991:485-486).
In many language programs, the teaching of pronunciation was pushed aside, as many studies concluded that
little relationship exists between teaching pronunciation in the classroom and attained proficiency in
pronunciation. The strongest factors found to affect pronunciation, i.e. native language and motivation, seemed
to have little to do with classroom activities (Suter, 1976; Suter & Purcell, 1980).
Suter (1976) and Suter and Purcell (1980) concluded that pronunciation practice in class had little effect on the
learner’s pronunciation skills. The attainment of accurate pronunciation in a second language is a matter
substantially beyond the control of educators. They qualified their findings by stating that variables of formal
training and the quality of the training in pronunciation could affect the results, as would the area of
pronunciation that had been emphasised, that is ‘segmentals’ (individual sounds of language) or
‘suprasegmentals’ (the ‘musical patterns’ of English, melody, pitch patterns, rhythm, and timing patterns
(Gilbert, 1987). Pennington stated that there was “no firm basis for asserting categorically that pronunciation is
not teachable or that it is not worth spending time on…” (1980:20). Pennington (1989) questioned the validity
of Suter and Purcell’s findings as the factors of formal pronunciation training and the quality of the teaching
could affect any research results. Also, Stern (1992:112) stated that “There is no convincing empirical evidence
which could help us sort out the various positions on the merits of pronunciation trainings”.
If the above views represent a split in the teaching of pronunciation, what can the teacher do to improve their
students’ pronunciation if improvement can be obtained? Jones, Rusman, and Evans (1994) found that students
with prior exposure to phonological rules and principles, although they do not always produce more accurate
pronunciation, seem to be better equipped to assess their own speech and to be more aware of their particular
problems.
Changing outlooks on language learning and teaching have influenced a move from teacher-centred to learner-
centred classrooms. Within the field of education over the last few decades a gradual but significant shift has
taken place, resulting in less emphasis on teachers and teaching and greater stress on learners and learning. This
change has been reflected in various ways in language education and applied linguistics, ranging from the
Northeast Conference paper (1990) entitled ‘Shifting the Instructional Focus to the Learner an annual Learners’
Conference’ held in conjunction with the TESL Canada convention since 1991, ‘Key works on the learner-
centred curriculum’ (Nunan, 1988, 1995) and ‘Learnercentredness as Language Education’ (Tudor, 1996).

16 | P a g e
 Concurrently, there was a shift from specific linguistic competencies to broader
communicative competencies as goals for teachers and students (Morley, 1991). Morley states the need for the
integration of pronunciation with oral communication, with more emphasis from segmentals to suprasegmentals,
more emphasis on individual learner needs, and meaningful task-based practice and introducing peer correction
and group interaction (Castillo, 1990). Research has shown that teaching phonemes is not enough for
intelligibility in communication (Cohen, 1977). With the emphasis on meaningful communication and Morley’s
(1991:488) premise, that “intelligible pronunciation is an essential component of communication competence”,
teachers should include pronunciation in their courses and expect students to do well in them. Without adequate
pronunciation skills, the learners’ ability to communicate is severely limited. Morley believes that not attending
to a student’s need is an abrogation of professional responsibility (1991).
Other research gives support to Morley’s belief of the need for professional responsibility when a given non-
native speaker’s pronunciation falls below the level at which he or she will be able to communicate orally no
matter how good his or her control of English grammar and vocabulary might be (Celce-Murcia, 1987). Gilbert
(1984) believes the skills of listening comprehension and pronunciation are interdependent so that if speakers
cannot hear English well and cannot be understood easily, they are cut off from conversation with native
speakers. Nooteboom (1983) also has suggested that speech production is affected by speech perception; the
hearer has become an important factor in communication discourse. This illustrates the need to integrate
pronunciation with communicative activities to give the students situations to develop their pronunciation by
listening and speaking. The current research and the current trend reversal in the thinking of pronunciation shows
there is a consensus that a learner’s pronunciation in a foreign language needs to be taught in conjunction with
communicative practices for the learner to be able to communicate effectively with native speakers.

Pronunciation training includes micro-level skill (accuracy-based learning), macro-level skill (fluency-based
learning) and awareness-raising classroom activities. At the micro-level skill, learners should be trained both in
segmental (a study of sounds) and suprasegmental features (training in stress, intonation, rhythm, linking)
(Morley, 1979, 1991; Gilbert 1984 and Wong, 1987). Celce-Murcia, Brinton and Goodwin (1996), Gilbert
(1990), and Morley (1991) describe segmentals as the basic inventory of distinctive sounds and show the way
that they combine to form a spoken language. In the case of North American English, this inventory comprises
40 phonemes (15 vowels and 25 consonants), which are the basic sounds that serve to distinguish words from
one another. Pronunciation instruction has often concentrated on the mastery of segmentals through
discrimination and production of target sounds via drills consisting of minimal pairs.
There are, also, strong differences in inflection, stress and intonation among the various regional varieties of
English e.g. American, Australian, Indian, and local UK dialects. Internationally, English teachers refer in their
teaching to the sounds, stress and intonation of The International Phonetic Association (IPA).
Speech can be broken down into pronunciation and intonation, accuracy and fluency or can be categorised in
terms of strategies or it can be regarded as a form of interaction and analysed using the methods of pragmatics
or discourse analysis. This means that the accurate speaker may communicate effectively (Skehan, 1998). It
should include all aspects of English pronunciation and the goal of pronunciation teaching is to foster
communicative effectiveness (Wong, 1987).

17 | P a g e
Morley (1991) states that the goal of pronunciation should be changed from the attainment of perfect
pronunciation to the more realistic goals of developing functional intelligibility, communicability, increased self-
confidence, the development of speech monitoring abilities and speech modification strategies for use beyond
the classroom. Abercrombie (1991) defines comfortable intelligibility as pronunciation which can be understood
with little or no conscious effort on the part of listener. Morley (1991) also states that the overall aim is for the
learner to develop spoken English that is easy to understand, serves the learner’s individual needs, and allows a
positive image as a speaker of a foreign language. In addition, the learner needs to develop awareness and
monitoring skills that will allow learning opportunities outside the classroom environment. It is obvious that
creating a stronger link between pronunciation and communication can help increase learners’ motivation by
bringing pronunciation to a level of intelligibility and encouraging learners’ awareness of its potential as a tool
for making their language not only easier to understand but more effective (Jones, 2002).
Pronunciation is clearly a central factor in learners’ success in making themselves understood (Elson, 1992).
Morley (1991) also states that intelligible pronunciation is an essential component of communication
competence that teachers should include in courses and expect learners to do well. The ability to employ stress,
intonation, and articulation in ways that support comprehension is a skill that for learners from many language
backgrounds will only come slowly. Elson (1992) urges that learners need to be encouraged to immerse
themselves in the target language and to persist in spite of the difficulties that are part of the language-learning
process. The experience of unintelligibility or incomprehension grows larger because of sensitivity to
‘correctness’ or the need to communicate successfully in the target language. The speaker’s self image and sense
of accomplishment is closely bound to understanding and being understood. The result can be a high degree of
frustration for the speaker or listener who might see each moment of incomprehension as a personal fault and
responsibility. Klyhn (1986) observes that learners should be made aware that every message they utter needs
to be understood.
Language learning and teaching is being focused increasingly on learners and learning rather than on teachers
and teaching. Many studies have been conducted to explore language learning strategies such as O’Malley et
al, (1985 and 1990); Politzer & Groarty, (1985); Prokop, (1989) and Oxford, (1990). In parallel to this new shift
of interest, how learners process new information and what kinds of strategies they employ to understand, learn
or remember the information has been the primary concern of research dealing with the area of foreign language
learning. This section provides the background of language learning strategies, definitions and taxonomies of
language learning strategies presented by several researchers. It also stresses the importance of language
learning strategies for foreign language learning.
Language learning strategies are used by learners to complete speaking, reading, vocabulary, listening or writing
activities presented in language lessons. Recognizing that there is a task to complete or a problem to solve
language learners will use whatever metacognitive, cognitive or social affective strategies they possess to attend
to the language learning activity (Oxford,1990:9). However, novices may be less efficient at selecting and
applying strategies to task (O’Malley & Chamot, 1995:146) although experienced language learners can
approach the problems in a systematic way and are usually successful in selecting appropriate strategies to
complete a task. Regardless of language learning experiences, both groups of learners will need instruction in
how to use strategies efficiently as a way to improve language learning and performance (Wenden, 1987:8;
O’Malley & Chamot, 1995:81; Cohen,1998:69). It is important that both direct and indirect LLS are
interconnected, and provide support one to the other (Oxford, 1990a:14).

18 | P a g e
2.6 Conceptual Framework of the Research

Speaker thinks

Speech organs move

Sound travels through air

The listener hears

The listener understands the message

Nerves Cycle

Student gets Muscles

nervous; fears do not
people respond
won’t’understand

People
do not
understand

Positive Cycle

I speak slowly I feel confident

I sound confident People understand me

(this relaxes me)

19 | P a g e
Planning the research process
3.1) Objectives related to the activities

 To make the students well-informed of forming and blending correct speech sounds.
 To help the students acquire English language faster and become more fluent in use.
 To enable clear and meaningful communication between two parties.
 To neglect occurrences of misunderstandings in the place of wrong pronunciation.
 To enhance the accuracy in speech.
 To prioritize the fact that students become more communicative, confident and intelligible
users of spoken English.
 For my career advancement.

When thinking of the objectives that are related to the activities for the interventions that I’ve
selected, they are as follows. These objectives were achieved appropriately.

First Intervention
 Improving students’ confidence in pronouncing words with two vowel or two consonant
sounds.

Second Intervention
 Improving students’ confidence in pronouncing words with “o” – “ar” and “f” – “muted”
sounds.

Third Intervention
 Enables the students’ confidence in using words with “o” – “ar” and “f” – “muted” sounds.

Basic activity plan of intervention

After identifying the problem for the research, an activity plan was prepared to solve the
intended problem. The activity plan was prepared to minimize or to solve the problem.
According to the findings revealed, the activities were decided appropriately. The basic activity
plan which I used is given below.

20 | P a g e
 Intervention Table:

Expected The order of implementing Resources Expected When to

objectives activities used behavioral implement the
changes activities and
allocated time
First Step 01 Video clips Students watch
Intervention Involving students in tracing
letters with clues.
Audio clips the video clips,
Word sets listen to audio 1 week
Activity 01
Improving Tongue Twisters clips and read
Shows a video clip on how to
students’ tongue twisters
pronounce the words with “au” and practice the
confidence in and get the “o” sound. sound.
pronouncing Instructs the students pay
words with attention to the movements of
two vowel or tongue and lips. Asks them to
two watch the video, listen to it
consonant and practices it accordingly.
sounds. Activity 02
Plays a song related to the
“or” and “ar” sounds which
are two ways of pronouncing
when “au” appear together.
Activity 03
Reads out a set of words and
asks the students to stand up
when they hear “o” sound
and sit down when “ar”
sound comes up.
Activity 04
Displays a few tongue
twisters on the blackboard
consisting of “o” and “ar”
sounds. Demonstrates how to
pronounce them and asks
students to practise the
tongue twisters.

21 | P a g e
 Step 02 Audio clips Students listen
Practises students to Video clips and practise the 1 week
pronounce when the two Word sets sound.
consonant sounds “gh” come Tongue Twisters
together in a word.
Activity 01
Shows a video clip on how to
pronounce the words with “gh”
and get the “f” sound. Instructs
the students pay attention to the
movements of tongue and lips.
Asks them to watch the video,
listen to it and practices it
accordingly.
Activity 02
Plays a song including the
instances “f” and the times “gh”
make no sound it means when
they are silent when “gh” appear
together.
Activity 03
Reads out a set of words and
asks the students to stand up
when they hear “f” sound and sit
down when it’s muted.
Activity 04
Displays a few tongue twisters
on the blackboard consisting of
“f” and “muted” sounds.
Demonstrates how to pronounce
them and asks students to
practise the tongue twisters.

22 | P a g e
 Second Step 01 Audio clips Students listen,
Intervention Practises the students to Articles and write and 1 week
recognize the difference activity practice the
Improving between “o” – “ar” sounds. sheets written words
students’ Activity 01 Word sets with a partner.
confidence in Gives each student a puppet of and activity
pronouncing star and a moon. Plays an audio sheets
words with clip including words with “o”
“o” – “ar” and “ar” sounds. Asks to show
the star when they hear “o”
and “f” –
sound and the moon when they
“muted” hear “ar” sound.
sounds. Activity 02
. Gives each student an article
containing words with “o” sounds
and “ar” sounds and ask them to
underline the words with “o”
sound from a blue color pencil and
underline words with “ar” sound
from a red color pencil. Divides
the class into two groups and
Group A is assigned to pronounce
“o” sound words and Group B is
supposed to pronounce “ar” sound
words.
Activity 03
Gives a set of words consisting of
“o” sounds and “ar” sounds. Next,
asks students to categorize the
words under the relevant column
in the given task sheet.
Demonstrates how to pronounce
those words. Asks the students to
repeat the words after teacher.
Activity 04
Reads out loud the words
containing “o” and “ar” sounds
and asks students to listen to the
sound and write words in the
relevant column given in the
activity sheet. Instructs the
students to practise the words with
the partner next to him.

23 | P a g e
 Third Step 01 Worksheet Students do the
Intervention Practises the confidence in Single rule sheet task actively.
Enables the students using words with “o” Questions
students’ – “ar” sounds. A poem
Activity 01 A script of
confidence in
Teacher displays a task on the dialogue
using words
screen and ask the students to
with “o” – “ar”
do the task in single rule
and “f” –
sheets.
“muted” sounds.
Activity 02
Displays a poem including
words with “o” and “ar”
sounds. Recites the poem and
shows the students how to
recite and the way of
pronouncing the words. Asks
each student to recite the
poem.
Activity 03
Gives a script of dialogue
where most of the words
contain with “o” and “ar”
sounds and asks students to
enact the dialogue.
Step 02
Practises the confidence in
students using words with “f”
– “muted” sounds.
Activity 01
Asks questions where the
answers have “f” – “muted”
sounds.
Example: What do you like
better? Night or laughter.
Activity 02
Displays a poem including
words with “f” and “muted”
sounds. Recites the poem and
shows the students how to
recite and the way of
pronouncing the words. Asks
each student to recite the
poem.
Activity 03
Gives a script of dialogue
where most of the words
contain with “f” and “muted”
sounds and asks students to
enact the dialogue.

24 | P a g e
25 | P a g e
26 | P a g e